Download PDF by Jonothan Neelands: Beginning Drama 11-14

By Jonothan Neelands

ISBN-10: 1417500689

ISBN-13: 9781417500680

ISBN-10: 1843120860

ISBN-13: 9781843120865

This consultant explores the jobs, abilities and information had to turn into an efficient drama instructor. It combines sensible recommendation on making plans, instructing and assessing with the simplest instructing practices. It additionally bargains lesson plans for years 7-9 scholars to exploit intheir instructing.

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Additional resources for Beginning Drama 11-14

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Writing may also help pupils to reflect 34 section 1 The drama curriculum and deepen their response to drama they have made or watched. The drama itself may provide a logic and purpose for writing in genres that pupils might otherwise find tedious – reports, arguments, letters. In the table below, I have drawn on KS3 pupils’ own reflections about how drama helps them with writing. The pupils were grouped in three ability bands based on an assessment of writing samples. While the charts focus on writing, they also serve as a good general summary of how drama can help pupils in English.

Their research into a character, issue or historical period. Pupils physically demonstrate and comment on an aspect of their drama-making, the different ways a role could be played, or how they made a mask. Self-evaluation profile Pupils are regularly given a checklist of objectives for their work and offer a self-assessment of their progress and cite their own evidence to support their assessment. These self-assessments are agreed/not agreed by the teacher in discussion. section 1 The drama curriculum Drama and language development So far, we have concentrated on the planned drama curriculum – a curriculum that is restricted to the formal study of selected concepts, practices, skills and experiences from the potential field of drama.

The form through which this communication takes place (and therefore the ‘meaning’ of distress that I communicate) will be different according to whether I am communicating with: ■ the police at the scene of the accident ■ staff at the hospital where I have been taken 31 Beginning Drama 11–14 ■ my family when I get home ■ friends who phone to see if I’m all right ■ my insurance agent who comes to inspect the damage ■ the magistrates at a court hearing. In addition to these possible ‘speech events’ there will also be the need to communicate through writing, and again each of the different events will require a different form of writing: the statement to the police, the report for the insurance cover, a letter to a friend.

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Beginning Drama 11-14 by Jonothan Neelands

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